The multifaceted nature of teachers' epistemic growth: Exploring teachers' perspectives on growth in epistemic performance

Shiri Mor-Hagani; Sarit Barzilai

doi:10.1016/j.tate.2022.103714

The multifaceted nature of teachers' epistemic growth: Exploring teachers' perspectives on growth in epistemic performance

Shiri Mor-Hagani, Sarit Barzilai

Department of Learning and Instructional Sciences

Research output: Contribution to journal › Article › peer-review

Abstract

The aim of this study was to reexamine and expand the conceptualization of teachers’ epistemic growth in order to better address the complex nature of epistemic performance. We employed a recent approach to epistemic thinking—the Apt-AIR framework—to analyze teachers' perspectives on their epistemic growth throughout an academic course on digital information literacy. Analysis of learning journals and interviews revealed that teachers reflected on multiple facets of growth in epistemic performance. Furthermore, teachers reflected on these facets in relation to their dual tasks of learning and teaching. We argue that teacher education should support teachers' multifaceted epistemic growth.

Original language	English
Article number	103714
Journal	Teaching and Teacher Education
Volume	115
DOIs	https://doi.org/10.1016/j.tate.2022.103714
State	Published - Jul 2022

Bibliographical note

Funding Information:
The study was funded by a grant to Sarit Barzilai from the Israeli Centers of Research Excellence ( I-CORE) Program of the Israel Council of Higher Education and the Israel Science Foundation , grant 1716/12.

Publisher Copyright:
© 2022 Elsevier Ltd

Keywords

Epistemic growth
Epistemic thinking
Teacher education

ASJC Scopus subject areas

Education

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10.1016/j.tate.2022.103714

Cite this

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The multifaceted nature of teachers' epistemic growth: Exploring teachers' perspectives on growth in epistemic performance

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

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